The scenario gives a complete description of how the two collaborators began their instructional partnership. It includes all of these: v Person who first approached the other partner. v Motivation for the partnership: a required project, a new/different resource, learning problem, or other reason. v Where (location within the school) the first collaborative conversation took place.
DONE!
One of these is missing from the scenario.
Two of these are missing from the scenario.
All three of these are missing from the scenario.
Instructional Goals and Standards
The scenario includes: v Grade level. v Content area(s). v Initial goal(s). v Initial objective(s).
One of these is missing from the scenario.
Two of these are missing from the scenario.
Three or more of these are missing from the scenario.
Plus - Answer each of these items here on the rubric.
A schedule for future collaborative planning sessions. You MUST include a real schedule for completing A.4.2 for LS5443: *Benchmarks Completed - April 7th
*Weekly planning phone calls on Monday nights with mini-deadlines & weekly objectives set (April 4, 11, 18, 25)
*Objectives/items completed by the following Monday
*regular communication via discussion posts
Strengths brought to the partnership and this lesson/unit by Person A (Samantha Fleming): I feel that Samantha is very detail-oriented. She has caught many of my mistakes so far! Although I don't have extensive experience with collaboration, I believe in the benefits and am eager to learn more about this practice. I'm strive to apply reflection in all areas of my practice. This will look different for a collaborative partnership, but I feel my past experiences will enhance this aspect of our planning and instruction.
Strengths brought to the partnership and this lesson/unit by Person B (Nicole Ellis):
I feel that I am very organized. I also am not afraid to use new technologies in the classroom. I enjoy working collaboratively and coteaching.
5. How the administrator has been informed of the collaborative planning in process. This is not to ask for permission, but rather to build his/her knowledge to nurture him/her as an advocate for classroom-library collaboration: Research skills were identified by the campus (via faculty meetings, department planning meetings, and instructional leadership meetings) as one campus-wide area of instructional focus for the year. Ms. Fleming is serving her first year as school librarian and was eager to collaborate with Mrs. Ellis, a teacher with six years of classroom experience. This will be the first classroom teacher-librarian collaborative experience for Ms. Fleming; however, Mrs. Ellis has previous positive experiences with the former librarian as would like to continue these experiences. Ms. Fleming notified the administrators of her collaborative activities with Mrs. Ellis via her biweekly library activities report and a short presentation at a weekly instructional leadership meeting.
Note: Answer each of these questions here on the rubric.
Part 2: Collaborative Planning Form
CATEGORY
10
8
4
0
Understanding by Design:
Standards And Objectives
The collaborative planning form includes: v Content-area standards – including a reading comprehension standard. v Content-area objectives. v AASL standard(s) and strand(s) (S4L). v S4L objectives (indicators). See below.
DONE!
One of these is missing from the planning form.
Two of these are missing from the planning form.
Three or more of these are missing from the planning form.
Assessment Tool(s)
The collaborative planning form includes: v At least one graphic organizer. v Self-assessment rubric for students. v Assessment rubric for educators. (This can be the same but MUST be noted as such.) v Responsibilities for assessment.
One of these is missing from the planning form.
Two of these are missing from the planning form.
All three of these are missing from the planning form.
Note: Content-area standards and objectives MUST come from a district or state curriculum standards.
This is how to present the AASL Standards: Standard/Strand/Indicator Standard 1: Inquire, think critically, and gain knowledge. 1.1 Skills. 1.1.2 Use prior knowledge as context for new learning.
5 Additional Points: Each of these is listed or described on the planning form (one point each):
Relevance to students’ lives (Why should students learn this? Why will they care?): For the purposes of this project, the students should know how to find and organize information and work on a collaborative project. The students will be interested in this project because it is about a novel they are currently reading in their History class and because they get to view the locations of the historical novel on Google Earth.
Responsibilities for gathering or creating resources:
Instructional responsibilities during implementation for each partner or joint responsibilities for both partners:
-Note taking/Bibliography Skills utilizing a graphic organizer - mini-lesson taught by S. Fleming, Librarian
- Research using electronic resources - supervised by N. Ellis and S. Fleming (mini-lessons by S. Fleming for those students who need it)
- Tagging a location and inserting information into a Google Earth file- taught by N. Ellis - Both Mrs. Ellis and Ms. Fleming will monitor as students work, providing guidance and reteaching when necessary. 4. Technology tools integration (or explanation of why technology is not part of the lesson/unit): The students will complete research using electronic resources and complete their portion of the final product on Google Earth. 5. Materials (consumables such as graphic organizers, notemaking tools, art supplies):
Comprehensive Collaborative Lesson Plan
Partners: Samantha Fleming & Nicole Ellis
Nicole Ellis - Pink &
Samantha Fleming - Green
Grade Level - 8th grade (ELA/Social Studies focus)
Roles:
- Nicole -Teacher
- Samantha - Librarian
Learning Outcomes Page
Scenario & Collaborative Planning Form Page
Schedule/Timeline Page
Lesson Plan Form
3.3 RUBRIC
Part 1: Scenario
v Person who first approached the other partner.
v Motivation for the partnership: a required project, a new/different resource, learning problem, or other reason.
v Where (location within the school) the first collaborative conversation took place.
DONE!
v Grade level.
v Content area(s).
v Initial goal(s).
v Initial objective(s).
Plus - Answer each of these items here on the rubric.
- A schedule for future collaborative planning sessions. You MUST include a real schedule for completing A.4.2 for LS5443:
- A planning form selected (provide link to a wiki page): http://ls5443ellis.wikispaces.com/Collaborative+Planning+Form
- Strengths brought to the partnership and this lesson/unit by Person A (Samantha Fleming):
- Strengths brought to the partnership and this lesson/unit by Person B (Nicole Ellis):
I feel that I am very organized. I also am not afraid to use new technologies in the classroom. I enjoy working collaboratively and coteaching.*Benchmarks Completed - April 7th
*Weekly planning phone calls on Monday nights with mini-deadlines & weekly objectives set (April 4, 11, 18, 25)
*Objectives/items completed by the following Monday
*regular communication via discussion posts
I feel that Samantha is very detail-oriented. She has caught many of my mistakes so far! Although I don't have extensive experience with collaboration, I believe in the benefits and am eager to learn more about this practice. I'm strive to apply reflection in all areas of my practice. This will look different for a collaborative partnership, but I feel my past experiences will enhance this aspect of our planning and instruction.
5. How the administrator has been informed of the collaborative planning in process. This is not to ask for permission, but rather to build his/her knowledge to nurture him/her
as an advocate for classroom-library collaboration:
Research skills were identified by the campus (via faculty meetings, department planning meetings, and instructional leadership meetings) as one campus-wide area of instructional focus for the year. Ms. Fleming is serving her first year as school librarian and was eager to collaborate with Mrs. Ellis, a teacher with six years of classroom experience. This will be the first classroom teacher-librarian collaborative experience for Ms. Fleming; however, Mrs. Ellis has previous positive experiences with the former librarian as would like to continue these experiences. Ms. Fleming notified the administrators of her collaborative activities with Mrs. Ellis via her biweekly library activities report and a short presentation at a weekly instructional leadership meeting.
Note: Answer each of these questions here on the rubric.
Part 2: Collaborative Planning Form
And Objectives
v Content-area standards – including a reading comprehension standard.
v Content-area objectives.
v AASL standard(s) and strand(s) (S4L).
v S4L objectives (indicators).
See below.
DONE!
v At least one graphic organizer.
v Self-assessment rubric for students.
v Assessment rubric for educators. (This can be the same but MUST be noted as such.)
v Responsibilities for assessment.
Note: Content-area standards and objectives MUST come from a district or state curriculum standards.
This is how to present the AASL Standards: Standard/Strand/Indicator
Standard 1: Inquire, think critically, and gain knowledge.
1.1 Skills.
1.1.2 Use prior knowledge as context for new learning.
5 Additional Points: Each of these is listed or described on the planning form (one point each):
- Relevance to students’ lives (Why should students learn this? Why will they care?): For the purposes of this project, the students should know how to find and organize information and work on a collaborative project. The students will be interested in this project because it is about a novel they are currently reading in their History class and because they get to view the locations of the historical novel on Google Earth.
- Responsibilities for gathering or creating resources:
- Student Rubric - in progress
- Educator Rubric -in progress
- Bibliography & Notes Graphic Organizer - Moreillon_supplement7J.doc
- Instructional responsibilities during implementation for each partner or joint responsibilities for both partners:
-Note taking/Bibliography Skills utilizing a graphic organizer - mini-lesson taught by S. Fleming, Librarian- Research using electronic resources - supervised by N. Ellis and S. Fleming (mini-lessons by S. Fleming for those
students who need it)
- Tagging a location and inserting information into a Google Earth file- taught by N. Ellis
- Both Mrs. Ellis and Ms. Fleming will monitor as students work, providing guidance and reteaching when necessary.
4. Technology tools integration (or explanation of why technology is not part of the lesson/unit): The students will complete research
using electronic resources and complete their portion of the final product on Google Earth.
5. Materials (consumables such as graphic organizers, notemaking tools, art supplies):